Storytelling in EFL is usually defined as the practice of telling a story for language learning purposes, like grammar and vocabulary acquisition or for the development of listening and speaking skills (Bland, 2015). A subset, digital storytelling, is usually defined as the combination of traditional narrative with electronic multimedia tools like videos (Bull and Kajder 2005; Porter 2005; Rule, 2010). The purpose of this study was to examine Thai EFL students’ English speaking ability, attitudes, and speaking anxiety after the implementation of digital storytelling and storytelling activities in class. Sixty-four first-year non-English major students at Rajamangala University of Technology Krungthep, Thailand, participated in the study and were divided into two groups: digital storytelling and storytelling. A pre- and post-speaking test, attitude questionnaires, and speaking anxiety questionnaires were used as research instruments. The findings revealed that students’ English speaking scores significantly improved after the implementation of both storytelling activities. In addition, students demonstrated positive attitudes toward both instructional approaches. The results also showed that storytelling (x̄ = 2.09, SD = 0.34) and digital storytelling (x̄ = 3.35, SD = 0.30) helped reduce students’ speaking anxiety.